Article

Academic staff perspectives on first-year students’ academic competencies

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Abstract

Purpose The purpose of this paper is to examine the expectations, perceptions and role understanding of academic staff using a model of academic competencies (i.e. time management, learning skills, technology proficiency, self-monitoring and research skills). Design/methodology/approach Semi-structured interviews were conducted with ten members of academic staff at a German university. Participants’ responses to the open-ended questions were coded inductively, while responses concerning the proposed model of academic competencies were coded deductively using a priori categories. Findings Participating academic staff expected first-year students to be most competent in time management and in learning skills; they perceived students’ technology proficiency to be rather high but their research skills as low. Interviews indicated a mismatch between academic staff expectations and perceptions. Practical implications These findings may enable universities to provide support services for first-year students to help them to adjust to the demands of higher education. They may also serve as a platform to discuss how academic staff can support students to develop the required academic competencies, as well as a broader conversation about higher education pedagogy and competency assessment. Originality/value Little research has investigated the perspectives of academic staff concerning the academic competencies they expect of first-year students. Understanding their perspectives is crucial for improving the quality of institutions; their input into the design of effective support services is essential, as is a constructive dialogue to identify strategies to enhance student retention.

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... Zu generischen Fähigkeiten für die Hochschule wie Lerntechniken oder Technologieanwendung werden hingegen kaum Kurse angeboten, möglicherweise da diese Fähigkeiten von Studienanfängern oftmals vorausgesetzt werden (Barrie, 2007;Margaryan, Littlejohn, & Vojt, 2011;Waters, 2003). So verstehen viele Dozenten ihre Rolle in der Vermittlung fachspezifischer Inhalte und erwarten fachübergreifende Fähigkeiten der Studienanfänger aufgrund ihrer Studienzugangsberechtigung (Mah & Ifenthaler, 2017). Eine Vielzahl Studierender ist für diese generischen akademischen Anforderungen jedoch ungenügend qualifiziert (Bennett, Maton, & Kervin, 2008;Leggett, Kinnear, Boyce, & Bennett, 2004). ...
... Der vorliegende Beitrag knüpft an dieses Forschungsdesiderat an, indem ein theoretisches Modell akademischer Kompetenzen für die Hochschule präsentiert wird (Mah & Ifenthaler, 2017). Darauf basierend wird der Einfluss akademischer Kompetenzvorstellungen auf die Häufigkeit des Studienabbruchgedankens für die Gesamtstichprobe sowie auf Fakultätsebene ermittelt. ...
... Vor diesem Hintergrund integriert das konzeptionelle Modell akademischer Kompetenzen (Mah & Ifenthaler, 2017) fünf akademische Kompetenzen, die auf der Basis einer Literaturrecherche empirischer Studien (z. B. Goldfinch & Hughes, 2007;Yorke & Longden, 2008) als zentrale und zugleich herausfordernde Faktoren im Studium, insbesondere in der Studieneingangsphase, identifiziert wurden: Zeitmanagement, Lerntechniken, Technologieanwendung, Selbstreflexion und Forschungsmethoden (Tab. 1 und Tab. 2). ...
Chapter
Vor dem Hintergrund eines Modells akademischer Kompetenzen wird mittels einer quantitativen Studie (N = 730) der Einfluss auf die Häufigkeit des Studienabbruchgedankens von Studienanfängern ermittelt. Die Ergebnisse ergänzen den Forschungsstand zu Faktoren von Studienverbleib und dienen der Ableitung adressatenorientierter Unterstützungsangebote. *** With regard to a model of academic competencies a quantitative study (N = 730) was conducted to analyze first-year students’ intention to leave the institution prior to degree completion. The findings contribute to the literature regarding student retention and may serve as a basis to provide adequate support services for first-year students.
... Also, participants request support in other interdisciplinary domains such as time management and learning skills. Learning and teaching styles in higher education differ from those in schools and first-year students need to adapt to the new structure very quickly because many academic staff expect incoming students to possess these skills (Barrie, 2007;Mah and Ifenthaler, 2017). ...
... Digital badges may serve as an indicator for students who need academic support. Thus, digital badges may serve as a platform for communication between staff and students about demands and adaptive support services in order to increase student retention (Mah and Ifenthaler, 2017). Research and concepts are also needed that focus on strategies to integrate digital badges and learning analytics into academic support service programmes in a meaningful way (Mah and Ifenthaler, 2018). ...
... The synthesis of digital badges and learning analytics for a holistic use of educational data should be addressed in further research. Learning analytics shows promise in enhancing student retention, however, higher education institutions may not be prepared for learning analytics projects (Mah and Ifenthaler, 2017;Sclater et al., 2016). ...
Article
Purpose The purpose of this paper is to analyse data on first-year students’ needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion. On the basis of the findings, a digital badge outline is proposed which could contribute to improved communication of academic requirements in order to help students to better adapt to higher education demands. Digital badges might also serve as an indicator for students’ needing additional academic support services. Design/methodology/approach An online-questionnaire was conducted with 730 first-year students at a German university. Participants’ responses to open-ended questions were coded and categorised. On the basis on these findings, an outline for a digital badge programme is proposed. Findings Participants seek the most institutional support regarding research skills and organisational aspects. Main reasons for participants’ intention to withdraw from the institution include difficulties with their programme choice. Practical implications These findings may enable higher education institutions to provide targeted support services that meet first-year students’ needs. On the basis of the findings, higher education institutions can create digital badge programmes, which may improve communication of academic requirements and may also serve as a platform for a staff-student conversation about expectations and demands for a successful first-year experience. Besides, further research and discussion may address using digital badges for learning analytics algorithms to even better identify students’ strengths and needs for targeted academic support services and enhanced student success in higher education. Originality/value Little is known about first-year students’ needs for institutional support and reasons for thinking about dropout in Germany. Understanding the student perspective is crucial for enhancing student retention. Digital badges are an emerging educational technology in higher education and they have the potential to target academic requirements, which may guide first-year students and help them to better adjust to universities’ demands.
... However, research shows a mismatch between first-year students' perceptions and reality (Cook & Leckey, 1999;Smith & Wertlieb, 2005). Furthermore, research indicates that many first-year students do not know what is expected of them at university and that they are often academically unprepared (Jansen & van der Meer, 2007;Mah & Ifenthaler, 2017;McCarthy & Kuh, 2006). Students' preparedness is particularly relevant with regard to generic skills such as academic competencies, which they are supposed to already possess when entering university (Barrie, 2007;Taylor & Bedford, 2004). ...
... Consistent generic skills for higher education studies were identified which were taken as a basis to develop a conceptual model of academic competencies. The proposed model consists of five academic competencies for successful degree completion: time management, learning skills, self-monitoring, technology proficiency, and research skills (Mah & Ifenthaler, 2017). With this regard, the model concentrates on generic skills and follows a competence-based approach that refers to the individual's ability to cope adequately with demanding tasks in different situations, with a focus on successful problem solving (Weinert, 2001). ...
... The high expectation of support in research skills was expected since research skills are often not taught in school (Wingate, 2006). Overall, studies reveal that academic staff often regard generic skills as a prerequisite for entering higher education studies and feel responsible for teaching discipline-specific skills (Barrie, 2007;Mah & Ifenthaler, 2017). In general, students' self-reported high confidence is in line with research that analyses students' selfperceived preparedness for higher education (Jansen & van der Meer, 2007). ...
Article
Students often enter higher education academically unprepared and with unrealistic perceptions and expectations regarding academic competencies for their studies. However, preparedness and realistic perceptions are important factors for student retention. With regard to a proposed model of five academic competencies (time management, learning skills, technology proficiency, self-monitoring, and research skills), incoming students’ perceptions concerning academic staff support and students’ self- reported confidence at a German university were examined. Using quantitative data, an initial exploratory study was conducted (N = 155), which revealed first-year students’ perceptions of the role of academic staff in supporting their development, especially in research skills, as well as low self-reported confidence in this competence. Thus, a follow up study (N = 717) was conducted to confirm these findings as well as to provide an in- depth understanding of research skills. Understanding students’ perceptions is crucial if higher education institutions are to meet students’ needs and provide adequate support services in the challenging first year. Thus, in order to increase student retention, it is suggested that universities assist first-year students in developing academic competencies through personalised competence-based programs and with the help of emerging research fields and educational technologies such as learning analytics and digital badges.
... Competency-based education (Pijl-Zieber et al., 2014) focuses on learner performance toward concrete learning goals. According to Mah and Ifenthaler (2017), a competency-based curriculum requires successful completion of time management, learning, self-monitoring, proficiency, and research. These competencies are closely related to employability or marketability standards for graduates (Rahmat et al., 2012 ). ...
... Although colleges are not vocational schools, they should play a role in helping college students improve their competencies to find and maintain careers after graduation. Schools need programs based on customized competencies to develop the individual competencies of college students (Mah & Ifenthaler, 2017). The findings of this study provide the foundation for developing customized competency-based programs necessary for college students ...
Article
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Competency development is critical for college students to prepare for future careers after graduation. A scientific investigation of these students’ perceptions of competency can help develop effective ways to enhance their competencies. This study used Q methodology, which reveals subjectivity, to examine Korean college students’ perceptions of the core competencies they seek to improve and their corresponding reasons. The study participants included 49 students at a university in South Korea. The researchers explained the study’s purpose to the participants, obtained consent, and performed Q sorting. The study derived four types of students: Type 1 preferred improving personal competencies through professional development, Type 2 desired improving character development, Type 3 selected improving adaptability, and Type 4 favored improving cooperation. This study explored the perception types to determine how to enhance competencies for student success after graduation.
... Several studies identified a mismatch between first-year students' perceptions and academic reality (Smith & Wertlieb, 2005). Furthermore, research indicates that many first-year students do not know what is expected at university and are often academically unprepared (Mah & Ifenthaler 2017;McCarthy & Kuh, 2006). Students' preparedness is particularly relevant concerning generic skills such as academic competencies, Page 3 of 13 Delcker et al. ...
... Numerous aspects, including sociodemographic features, study choices, cognitive ability, motivation, personal circumstances, and academic and social integration, have been linked to first-year students' learning success and retention in higher education (Bean & Eaton, 2020;Sanavi & Matt, 2022). Mah & Ifenthaler (2017) identified five academic competencies for successful degree completion: time management, learning skills, self-monitoring, technology proficiency, and research skills. Accordingly, coping with academic requirements is an important driver of student retention in higher education (Thomas, 2002). ...
... Several studies identified a mismatch between first-year students' perceptions and academic reality (Smith & Wertlieb, 2005). Furthermore, research indicates that many first-year students do not know what is expected at university and are often academically unprepared (Mah & Ifenthaler 2017;McCarthy & Kuh, 2006). Students' preparedness is particularly relevant concerning generic skills such as academic competencies, Page 3 of 13 Delcker et al. ...
... Numerous aspects, including sociodemographic features, study choices, cognitive ability, motivation, personal circumstances, and academic and social integration, have been linked to first-year students' learning success and retention in higher education (Bean & Eaton, 2020;Sanavi & Matt, 2022). Mah & Ifenthaler (2017) identified five academic competencies for successful degree completion: time management, learning skills, self-monitoring, technology proficiency, and research skills. Accordingly, coping with academic requirements is an important driver of student retention in higher education (Thomas, 2002). ...
Article
Full-text available
The influence of Artificial Intelligence on higher education is increasing. As important drivers for student retention and learning success, generative AI-tools like translators, paraphrasers and most lately chatbots can support students in their learning processes. The perceptions and expectations of first-years students related to AI-tools have not yet been researched in-depth. The same can be stated about necessary requirements and skills for the purposeful use of AI-tools. The research work examines the relationship between first-year students’ knowledge, skills and attitudes and their use of AI-tools for their learning processes. Analysing the data of 634 first-year students revealed that attitudes towards AI significantly explains the intended use of AI tools. Additionally, the perceived benefits of AI-technology are predictors for students’ perception of AI-robots as cooperation partners for humans. Educators in higher education must facilitate students’ AI competencies and integrate AI-tools into instructional designs. As a result, students learning processes will be improved.
... Several studies identified a mismatch between first-year students' perceptions and academic reality (Smith & Wertlieb, 2005). Furthermore, research indicates that many first-year students do not know what is expected at university and are often academically unprepared (Mah & Ifenthaler 2017;McCarthy & Kuh, 2006). Students' preparedness is particularly relevant concerning generic skills such as academic competencies, Page 3 of 13 Delcker et al. ...
... Numerous aspects, including sociodemographic features, study choices, cognitive ability, motivation, personal circumstances, and academic and social integration, have been linked to first-year students' learning success and retention in higher education (Bean & Eaton, 2020;Sanavi & Matt, 2022). Mah & Ifenthaler (2017) identified five academic competencies for successful degree completion: time management, learning skills, self-monitoring, technology proficiency, and research skills. Accordingly, coping with academic requirements is an important driver of student retention in higher education (Thomas, 2002). ...
... Those teachers who are aware of their own conceptions of learning and teaching are better able to make conscious, justified choices regarding teaching methods and strategies, and thus to support their students in achieving better learning outcomes (Boulton-Lewis 2004). Recent qualitative studies have reported some variation in teachers' conceptions of generic skills and how they perceive their role in ensuring that their students acquire them (Barrie 2007;Mah and Ifenthaler 2017). Enhancing student learning of generic skills may be challenging for some teachers, who may not have the necessary pedagogical knowledge and skills (Green, Hammer, and Star 2009;Muukkonen et al. 2022). ...
... Nevertheless, there is some evidence that teachers have various conceptions of teaching generic skills, as well as different points of view both of the extent to which they should be learnt and taught and of their role in this task (Barrie 2006;Jones 2009). Some teachers hold the view that generic skills are largely irrelevant in courses they teach, or they expect students already to have them when they start their university studies, thereby implying that the focus of teaching in higher education should be on disciplinary knowledge (Barrie 2006;Mah and Ifenthaler 2017). Similarly, some teachers feel that generic skills should be taught through practical experience such as in extra-curricular activities, or in specialised, separate courses, thereby denying their own responsibility in this regard (see Abayadeera and Watty 2014;Barrie 2007;Star and Hammer 2008;Jääskelä, Nykänen, and Tynjälä 2018). ...
... Those teachers who are aware of their own conceptions of learning and teaching are better able to make conscious, justified choices regarding teaching methods and strategies, and thus to support their students in achieving better learning outcomes (Boulton-Lewis 2004). Recent qualitative studies have reported some variation in teachers' conceptions of generic skills and how they perceive their role in ensuring that their students acquire them (Barrie 2007;Mah and Ifenthaler 2017). Enhancing student learning of generic skills may be challenging for some teachers, who may not have the necessary pedagogical knowledge and skills (Green, Hammer, and Star 2009;Muukkonen et al. 2022). ...
... Nevertheless, there is some evidence that teachers have various conceptions of teaching generic skills, as well as different points of view both of the extent to which they should be learnt and taught and of their role in this task (Barrie 2006;Jones 2009). Some teachers hold the view that generic skills are largely irrelevant in courses they teach, or they expect students already to have them when they start their university studies, thereby implying that the focus of teaching in higher education should be on disciplinary knowledge (Barrie 2006;Mah and Ifenthaler 2017). Similarly, some teachers feel that generic skills should be taught through practical experience such as in extra-curricular activities, or in specialised, separate courses, thereby denying their own responsibility in this regard (see Abayadeera and Watty 2014;Barrie 2007;Star and Hammer 2008;Jääskelä, Nykänen, and Tynjälä 2018). ...
Article
Full-text available
Purpose This study aims to assess higher education students’ interest in learning sustainability competencies and their pro-ecological worldviews at a large research-intensive university in Finland to provide a background information for developing a sustainability science course. Design/methodology/approach In total, 797 students participated in the study. The data were collected through an online survey that measured students’ interest in learning sustainability competencies and their pro-ecological worldviews. Participants were classified into five categories based on field of study. The data were analysed by using Pearson’s correlation, independent samples t-tests, and analysis of variance. Findings The participating students perceived learning of critical thinking and values thinking most interesting. Interest in learning sustainability competencies and pro-ecological worldview appeared to differ across fields of study. Participants studying humanities expressed lower interest in collaborative use of digital technology compared to the participating students in science and agriculture. Participating students in health and welfare scored lower on interest in learning values thinking than students in other study fields. Research limitations/implications The response rate was low. It is likely that the participants felt strongly about sustainability challenges, therefore making them more interested in sustainability competencies. The limited number of sustainability competencies studied does not allow generalisation to all sustainability competencies. Practical implications The differences in interest in learning sustainability competencies and pro-ecological worldview should be understood and considered when planning sustainability education. Originality/value These results provide new insights into the interlinkage of students’ interest in learning sustainability competencies, their pro-ecological worldviews and their field of study.
... However, research shows a mismatch between students' perceptions and reality (Smith & Wertlieb, 2005). Furthermore, research indicates that many students do not know what is expected of them at university and that they are often academically unprepared (Mah & Ifenthaler, 2017;McCarthy & Kuh, 2006). Students' preparedness is particularly relevant with regard to generic skills such as academic competencies (e.g., time management, learning skills, technology proficiency, self-monitoring, and research skills), which they are supposed to already possess when entering university (Barrie, 2007). ...
... Educational data mining and analytics show promise to enhance study success in higher education (Berland, Baker, & Bilkstein, 2014;Pistilli & Arnold, 2010). For example, students often enter higher education academically unprepared and with unrealistic perceptions and expectations of academic competencies for their studies (Ifenthaler & Mah, 2017). Both, the inability to cope with academic requirements as well as unrealistic perceptions and expectations of university life, in particular with regard to academic competencies and management of following a specific study pathway, are important factors for leaving the institution prior to degree completion (Mah, 2016). ...
Article
Full-text available
This article evaluates some of the underlying assumptions of a data analytics initiative being undertaken at an Australian university, which provide student support staff with lists of students who have enrolled in program components (classes) different from the plan prescribed in the curriculum (e.g., out of sequence, not on the plan). This study was undertaken with the assumption that these ‘inappropriate’ enrolments might negatively impact student progression and success. The analysis suggests that student progression is significant negatively affected; in particular, students can be prevented from studying full-time, extending the time needed to complete their program. However, the impact on student success was found to be minimal. The findings help to demonstrate the impact of the data initiative, and the value of continuing and expanding its use into the future.
... The field arose originally as a result of the increasing availability of educational data, and the phenomenon that a significant proportion of first year university students do not complete their courses [5]. Hence, a number of benefits arising from learning analytics include the identification of at-risk students [6,7], the possibility of constructing adaptive support of students' learning journeys [8,9] or providing students with additional support for coping with academic requirements and expectations [10,11]. Accordingly, study success is conceptualised as the successful completion of a first degree in higher education to the largest extent, and the successful completion of individual learning tasks to the smallest extent [12]. ...
... In summary, student study history such as GPA or evaluating the learners' learning progress from assessment results are the most successful key indicators. However, for entry-level courses or first-year students, historic academic performance or study history may be unavailable [10,11]. However, quiz results in the first week can be used to obtain this information to make the appropriate analysis. ...
Article
p class="0abstract"> Common factors, which are related to study success include students’ sociodemographic factors, cognitive capacity, or prior academic performance, and individual attributes as well as course related factors such as active learning and attention or environmental factors related to supportive academic and social embeddedness. In addition, there are various stages of a learner’s learning journey from the beginning when commencing learning until its completion, as well as different indicators or variables that can be examined to gauge or predict how successfully that journey can or will be at different points during that journey, or how successful learners may complete the study and thereby acquiring the intended learning outcomes. The aim of this research is to gain a deeper understanding of not only if learning analytics can support study success, but which aspects of a learner’s learning journey can benefit from the utilisation of learning analytics. We, therefore, examined different learning analytics indicators to show which aspect of the learning journey they were successfully supporting. Key indicators may include GPA, learning history, and clickstream data. Depending on the type of higher education institution, and the mode of education (face-to-face and/or distance), the chosen indicators may be different due to them having different importance in predicting the learning outcomes and study success. </p
... In the present study we use the concept of academic competences to refer to competences and skills which are expected to develop during university studies and needed in working life (Van Dierendonck and Van der Gaast 2013; Grosemans, Coertjens, and Kyndt 2017;Mah and Ifenthaler, 2017;Tuononen, Parpala, and Lindblom-Yl€ anne 2017). Academic competences consist of attitudes, behaviours and skills, including academic skills, study skills, interpersonal skills and self-conceptions ( DiPerna and Elliott 1999). ...
... Academic competences consist of attitudes, behaviours and skills, including academic skills, study skills, interpersonal skills and self-conceptions ( DiPerna and Elliott 1999). Mah and Ifenthaler (2017) have identified a concep- tual model of academic competencies which includes time management, learning skills, self- monitoring, technology proficiency and research skills. Thus, it can be said that academic compe- tences include generic skills. ...
Article
A successful transition from university to working life requires that graduates are able to employ their education and academic competences in real working-life contexts. Our previous research showed that graduates varied in how they were able to reflect on their competences at the time of graduation. The present longitudinal mixed-method study follows the same graduates and explores their evaluations of the usefulness of university education and career success, three years after graduation. The follow-up data consisted of 57 graduates’ survey answers analysed by quantitative and qualitative methods. The results showed that graduates who were able to describe and evaluate more competences at the time of graduation perceived their current jobs to correspond more to their education. Graduates with more limited evaluations of their competences, on the other hand, had experienced more challenges related to employment and were more uncertain of their goals. The results also showed that having diverse competences and an ability to recognise them at the time of graduation is important for later career success and may also be related to what kind of challenges graduates face in working life.
... One objective of learning analytics is to construct predictive and prescriptive models in order to identify students at risk of failing a course and who are thus more likely to leave the institution prior to degree completion (Ifenthaler, 2015). In this regard, learning analytics are used as an early warning system, which provides students with personalised feedback and information about academic support services to help them to improve their skills and therefore enhance student success (Mah & Ifenthaler, 2017). Prominent examples for learning analytics systems include course signals by Purdue University in the USA, predictive analytics at Nottingham Trent University in the UK, or personalised adaptive study success (PASS) by Open Universities Australia (Ifenthaler & Schumacher, 2016). ...
... The results indicate that on average, nontraditional students are not succeeding in online courses at the same rate as traditional undergraduate students. Thus, personalised feedback, personalised support recommendations, and early interventions may be very helpful for students, especially in their first year of higher education, to keep on track and thus be successful in higher education (Mah & Ifenthaler, 2017). In the face of growing student numbers, tuition fee costs, and diversification, Arthars and colleagues (Chap. ...
Chapter
Utilising learning analytics in order to enhance study success is an emerging topic in higher education. Empirical evidence is still scarce, even though some higher education institutions already implemented learning analytics systems and reported positive impacts on student retention. This edited volume captures many current research and practical experiences on learning analytics in the field of higher education regarding theoretical perspectives linking learning analytics and study success, technological innovations for supporting student learning, issues and challenges for implementing learning analytics at higher education institutions, as well as case studies showcasing successfully implemented learning analytics strategies at higher education institutions. This epilogue presents an analysis of the previous chapters with a focus on four majors themes that have emerged: (1) acceptance and competence for the implementation of learning analytics, (2) personalised learning and early interventions, (3) data privacy and ethics, and (4) technical considerations. In conclusion, future directions on learning analytics for enhancing study success are presented.
... However, while students perceive some GenAI tools as valuable, the relatively low expected support for GenAI tools like Tome, which generate presentation slides, suggests a need for a balanced pedagogical approach. GenAI tools should complement, not replace, the development of core academic competence (Mah & Ifenthaler, 2017. Pedagogical strategies should integrate GenAI tools thoughtfully, ensuring students develop critical thinking and the ability to construct arguments independently (Walter, 2024). ...
Article
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Artificial intelligence represents an emerging frontier for higher education institutions, potentially personalising learning, automating tasks, and supporting student outcomes. This study examines international students’ perceptions of the recent proliferation of generative artificial intelligence tools in the context of academic learning and assessment. The study involved N = 223 students from three different higher education institutions located in Australia, Germany and Italy. The focus was on the student’s competence in artificial intelligence and their perception of six different generative artificial intelligence tools concerning learning and assessment. The findings suggest that the dimensions of competence in artificial intelligence vary considerably and that students from different countries have a comparable level of competence in artificial intelligence. Further findings indicate that the expected support of generative artificial intelligence tools for learning and assessment is perceived differently. This study highlights the need for increased pedagogical attention to artificial intelligence, bridging the gap between students' enthusiasm and technical knowledge. It suggests that effective integration of generative artificial intelligence tools should also prioritise the development of critical thinking and comprehension skills over content generation.
... This approach would yield more comprehensive data, allowing for a more nuanced understanding of the impact and reception of AI in educational settings and, further, might also validate the identified profiles. In addition, such future work would build on the foundation laid by this initial study and related work, including previous qualitative research on the perspectives of academic staff (Mah & Ifenthaler, 2017). ...
Article
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Faculty perspectives on the use of artificial intelligence (AI) in higher education are crucial for AI’s meaningful integration into teaching and learning, yet research is scarce. This paper presents a study designed to gain insight into faculty members’ (N = 122) AI self-efficacy and distinct latent profiles, perceived benefits, challenges, use, and professional development needs related to AI. The respondents saw greater equity in education as AI’s greatest benefit, while students and faculty members’ lack of AI literacy was among the greatest challenges, with the majority interested in professional development. Latent class analysis revealed four distinct faculty member profiles: optimistic, critical, critically reflected, and neutral. The optimistic profile moderates the relationship between self-efficacy and usage. The development of adequate support services is suggested for successful and sustainable digital transformation.
... Additionally, they should be able to transform theoretical knowledge into practical applications and demonstrate competent and comprehensive performance in all situations (Bakioğlu & Yıldız, 2015, p.87;Cited in: Alan, 2019). Additionally, Mah and Ifenthaler (2017) identified comprehensive general skills for higher education studies, which were used as the basis for developing a conceptual model of academic competencies. The proposed model includes five academic competencies necessary for successful degree completion: time management, learning skills, self-monitoring, technology proficiency, and research skills. ...
Article
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This study was aimed to examine and compare the opinions of science teachers studying at undergraduate and master levels in Norway and Turkey towards their instructors. 22 students studying in science fields at a state university in Norway and 28 students studying in science fields at a state university in Turkey participated in the research. The students participating in the research were selected on the basis of a easily accessible sample. Research data was collected using a structured interview form consisting of 5 open-ended questions that questioned students' opinions about the instructors. The data obtained at the end of the research was analyzed using content analysis and descriptive analysis methods.
... In mehreren Studien wurde eine Diskrepanz zwischen den Vorstellungen der Studienanfänger:innen und der akademischen Realität festgestellt [55]. Weiterhin zeigt die Forschung, dass viele Studierende zu Beginn des Studiums nicht wissen, was an der Universität von ihnen erwartet wird und ihre akademischen Kompetenzen nicht ausreichen, diese Erwartungen zu erfüllen [39,41]. ...
Article
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Zusammenfassung Der Einfluss von Künstlicher Intelligenz (KI) auf die Hochschulbildung nimmt rasant zu. Generative KI-Werkzeuge, wie Übersetzer, Paraphrasierer und Chatbots können die Lernprozesse von Studierenden unterstützen. Die Wahrnehmungen und Erwartungen von Studienanfänger:innen in Bezug auf KI-Werkzeuge sind jedoch bisher nicht eingehend erforscht. Gleiches gilt für die notwendigen Voraussetzungen und Fähigkeiten für den gezielten Einsatz von KI-Werkzeugen in der Hochschulbildung. Diese Arbeit untersucht den Zusammenhang zwischen den Kenntnissen, Fähigkeiten und Einstellungen von Studierenden in den ersten zwei Semestern und ihrer Nutzung von KI-Werkzeugen für Lernprozesse. Die Analyse der Daten von N = 634 Studienanfänger:innen ergab, dass die Einstellung zu KI die beabsichtigte Nutzung von KI-Werkzeugen signifikant erklärt. Überdies sind die wahrgenommenen Vorteile der KI-Anwendungen Prädiktoren für die Wahrnehmung von KI-Werkzeugen als Kooperationspartner des Menschen durch die Studierenden. Lehrende in der Hochschulbildung müssen die KI-Kompetenzen der Studierenden fördern und KI-Werkzeuge in die Unterrichtsgestaltung integrieren, um Lehr-Lern-Prozesse zu verbessern.
... Studies of generic skills have found that teachers may not see their role as teaching these kinds of skills but instead emphasise the teaching of discipline-specific knowledge (Barrie, 2006;Green et al., 2009;Mah & Ifenthaler, 2017;Tuononen et al., 2023). Furthermore, integration also requires pedagogical skills. ...
Book
This contributed volume addresses the issue of how higher education institutions can systematically reorient themselves to help society become more sustainable. In particular, a strategic management approach is used to overcome the fragmentation of sustainability initiatives increasingly conducted by higher education institutions worldwide. In this book, eminent scholars in the field of sustainability in higher education combine their different backgrounds to propose conceptual frameworks for interpreting and measuring sustainability integration in higher education institutions. The chapters contained herein explore which processes and management tools should be used, as well the challenges to be faced, to make sustainable innovation effective. The cases present in this volume offer a guide for higher education institution management to lead the sustainability transition.
... Studies of generic skills have found that teachers may not see their role as teaching these kinds of skills but instead emphasise the teaching of discipline-specific knowledge (Barrie, 2006;Green et al., 2009;Mah & Ifenthaler, 2017;Tuononen et al., 2023). Furthermore, integration also requires pedagogical skills. ...
Chapter
Higher Education Institutions (HEIs) worldwide are urged to transform their core activities to address sustainability crises. As HEIs are key actors in educating future decision-makers and experts, they are called upon to reform their education and curriculum to actualise the sustainability transformation needed. However, despite global and national policies, HEIs still face great challenges in actually changing their curriculum. This chapter describes the curriculum reform process at the University of Helsinki, where sustainability competences were integrated into degree programmes, and reflects on its strengths and challenges. The research-based framework for future academic expertise, including sustainability competences created as part of the curriculum reform process, is presented, and the process is described. Institutional structures and different levels of supportive actions are analysed and discussed. The framework for future academic expertise includes discipline content knowledge and skills, generic academic skills and sustainability competences. The sustainability competences were embedded into generic academic competences by adding three new competences to be included in curriculum reform guidelines for degree programmes. The organisational strengths that supported the curriculum change at the University of Helsinki include clear action plans regarding sustainability education, support from top management, whole institution-level sustainability actions, creating networks of and workshops for academic staff and competence upskilling. The importance of multilevel co-agency for embedding sustainability is highlighted. This chapter strengthens the idea that the curriculum reform processes are possible intervention points to advance sustainability transition in higher education institutions.
... Integrity may be important to manage in front of peers as integrity is a component of stronger peer relationships (Mayer, et al., 1995;Miller and Schlenker, 2011;Firmansyah, et al., 2019). Whilst competency may be important to manage in front of staff as an indicator of academic ability (Mah and Ifenthaler, 2017;Zlatkin-Troitschanskaia, et al., 2019). Excuses, on the other hand, are evaluated less positively as they do not represent taking responsibility (Sheldon and Schachtman, 2007) and invalidate a disclaimer (Higgins and Snyder, 1989). ...
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Across global higher education contexts, students and staff are communicating online. Online communication is facilitated by the online disinhibition effect (reduction of nonverbal cues eases communication) and in turn this may make online self-presentation (behaviours used to present a desired version of the self) easier. Students may be utilising online self-presentation techniques to facilitate online communication with staff. We know that online self-presentation techniques can be advantageous, but where inappropriate they may be detrimental to the student-staff relationship. This study explores whether students are using self-presentation techniques when they communicate online with staff via an archival review of both private (e-mail messages) and public (Moodle forum posts) online educational environments. Through a deductive thematic analysis we identify that students are indeed using online self-presentation techniques but that these vary depending on whether the online educational environment is private or public. This is the first study to explore this topic via an archival review and we encourage future research to consider the role of online self-presentation techniques within student-staff communication.
... Basically, the programme The results of the current study are in agreement with the findings of previous studies that on teachers and students' perception of generic skills acquisition in HE. These studies found that students were highly developed and equipped in time management skills, learning skills, self-monitoring skills, technology proficiency skills, research skills, analytical and application skills, communication skills, management skills, and problem solving skills, ability to work under pressure, teamwork/collaborative skills, critical think skills, decision making skills, leadership skills, ethical values (integrity), entrepreneurial skills, motivation, stress-management skills, social skills, interpersonal skills, tolerance skills and negotiation skills (Abayadeera & Watty, 2016;Hussein, 2017;Edjah, 2018;Mah & Ifenthaler, 2017Paramasivam et al., 2018;Chadha & Sachdeva, 2019;Griffin & Coelhoso, 2019;Hill et al., 2019;Aina et al., 2020;Mameche et al., 2020). However, the results of the current study disagreed with the findings of prior researcher that students were lowly prepared and equipped in intellectual skills, communication skills, interpersonal skills, critical thinking skills, creativity skills, initiative/innovation skills, emotional intelligence skills/awareness skills, research skills, IT skills, flexibility and adaptability skills, learning skills and self-management skills (Mah & Ifenthaler, 2018;Naqvi et al., 2018;Douglas & Gammie, 2019;Dsane-Nsor et al., 2019;Griffin & Coelhoso, 2019;Hill et al., 2019;Mameche et al., 2020). ...
Thesis
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Criticisms have been raised against the quality in Management Education Programme (MEP) for failing to produce competent graduates for the job market. This study examined the perceptions of lecturers and students on quality in the MEP in a HE. The study was rooted within TQM theory, Expectation-Confirmation Theory (ECT) and CIPP Model of programme evaluation. The study employed sequential explanatory mixed methods design within the pragmatism research philosophy. The population was Mangement lecturers and final year students in UCC. Census method was used to include 43 lecturers and 529 students and interviews were conducted among eight (8) lecturers and twelve (12) students. The data were collected using QUAMEP-Q and Follow-up Interview Guide (FIG) and processed via SPSS version 25.0, AMOS version 21.0 and PROCESS Macro version 3.3. Thematic analysis was employed for qualitative data. It was discovered that the lecturers and students perceived a moderate level of quality in the programme in terms of quality: learning environment (QLE), services (QS), teaching (QT), student engagement (QSE) and student competences acquisistion (SCA). They were, also, moderately satisfied (SAT) with the programme. These were as a result of large class size, low quality and inadequate facilities, learning resources, support systems, health and accommodations services, unfavourable learning environment, high workload and lack of practical delivery of lessons. Further, the study established that QLE and QS significantly influence QT. There was significant conditional direct and indirect influence of QLE on QSE as moderated by QT and QS. Also, SCA and SAT with the programme were significantly conditionally predicted by QLE, QS, QT and QSE. The age of students significantly influence their perceptions toward quality drivers in the programme. The study recommended that the Management of the University should continue to provide and strengthen quality culture by fostering continuous improvement in QLE, QS, QT QSE, SCA, and SAT with the programme. They should make every effort for the provision of quality instructional resources, learning climate and infrastructure facilities to help reduce the large class size. The lecturers should continue to highly engaged the students and not relent in equipping the students with the 21st century employability skills.
... First-year students often do not know very well the expectation of them and the academic requirements because of the differences between the secondary schools and the HEIs (Thomas, 2002). Moreover, the first-year students do not possess the sufficient academic skills that are needed in the HEIs (Kahu & Nelson, 2018), which include time management, learning skills, self-monitoring, technology proficiency and research skills (Mah & Ifenthaler, 2017). This lack of preparation can not enable them to face the more demanding studying load and more studying responsibilities (Malm et al., 2012). ...
Article
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Academic support is an important part of quality education provision in higher education institutions (HEIs). Although many researches discuss about the different approaches and their effectiveness of academic support in retaining students and meeting their diversified needs, there is not so much literature written on the academic support in transnational education (TNE) under the strategic goal of sustainability. Based on an integrated analysis of a Chinese-Finnish TNE program, this paper uses mixed methods with qualitative and quantitative approaches in a case study to analyze what academic support should be provided to students, how and when it should be provided. Findings show that students need academic support in the aspects of employment-related issues and courses learning most. And Fu Dao Yuan is suggested to be the links between students and academic support mechanisms. The paper also proposes a longitudinal model of academic support to achieve Sustainable Development Goals (SDGs), which can be a reference model adopted in other TNE in the Chinese context.
... Learning analytics show promise to enhance study success in higher education (Pistilli & Arnold, 2010). For example, students often enter higher education academically unprepared and with unrealistic perceptions and expectations of academic competencies for their studies (Mah & Ifenthaler, 2017). Both, the inability to cope with academic requirements as well as unrealistic perceptions and expectations of university life, in particular with regard to academic competencies, are important factors for leaving the institution prior to degree completion (Mah, 2016). ...
Article
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Learning analytics show promise to support study success in higher education. Hence, they are increasingly adopted in higher education institutions. This study examines higher education stakeholders’ views on learning analytics utilisation to support study success. Our main research question was to investigate how ready higher education institutions are to adopt learning analytics. We derived policy guidelines from an international systematic review of the last five years of learning analytics research. Due to the lack of rigorous learning analytics research and adoption, this study examines how ready university stakeholders are to adopt learning analytics. In order to validate the guidelines, we conducted an interview study with 37 higher education stakeholders. The majority of participants stated that their institutions required further resources in order to adopt learning analytics but were able to identify what these resources were in order for successful implementation. Overall, stakeholders agree that learning analytics show much promise to support study success at higher education institutions.
... Higher education institutions are grappling with the crucial issue of retention, which is often defined as the process that leads students to remain within the study program and institution in which they enrolled to earn a degree (Mah & Ifenthaler, 2017. The Higher Education Standards Panel report of 2017 outlines related concerns including: raising expectations for completion rates, enhancing access to information, transparency and accountability; and improving articulation across the tertiary sector. ...
Article
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This article describes data analytics action research initiatives that have gained traction at a university in Western Australia, with a focus on the return on investment of improving retention. In this report we focus on how actionable data can be provided and insights supported to the right stakeholders at various levels of the organization. The article will detail experiences with three levels of initiatives that have been implemented at the university: high level insights being delivered to faculty staff, the provision of integrated reports for lecturing staff, and the curation of ‘at-risk’ student lists for triage by student support staff. In conclusion, higher education institutions may consider five dimensions of learning and teaching operations: finding and selecting students; knowing learners and their expectations; just-in-time services, content, mentoring and support; anytime, anywhere accessibility; and global connectivity.
... Lack of appropriate research skills is of great concern for training professionals in their field (Ávalos et al., 2019). Research competency is one of the academic competencies necessary for a successful degree completion (Mah & Ifenthaler, 2017) defined as specific knowledge and skills in the areas of communication, information seeking, problem solving, methodology, and data analysis (Meerah, et al., 2012). Even if the problem of acquiring research comptencies is the main focus primarily at graduate level, students enrolled in undergraduate programs are consumers of published research (Sundt, 2010) and need to understand literature reviews and previous research data, combined with the ability to gather and interpret their own data (Mah & Ifenthaler, 2018). ...
Article
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Context: Acquiring research competencies by students is becoming more and more relevant in an evidence-based social work approach. Moving from traditional face-to-face pedagogical approach to a fully remote educational paradigm has greatly impacted universities in developing appropriate solutions for teaching and learning. Research skills and knowledge have been considered an important competence in social work training as best practice requires using available research data and best research requires understanding the context of practice. Method: Using a quantitative approach the current paper analyses how perception of remote learning and type and level of digital skills influence the development of research skills for social work students. 242 Romanian students enrolled in bachelor program filled in a questionnaire in June 2021. Results: The experience of a fully remote learning of research method did not have any significant impact on research competencies. However, the high level of operational skills influences students’ competency in research inquiry and quantitative/qualitative methodology, information-navigation skills positively influence dissemination of research and creative skills influences their level in quantitative/qualitative process, ethics and dissemination. Conclusion: In an evidence-based social work approach, research competences need to remain an important component of learning plans. However, considering the digitalisation trend higher education, it is expected that the content and format of research classes to adapt in order to assure the transferability of skills into the field of practice.
... Jung and Shin (2015) identified five key competencies for the university's administrative staff: organizational understanding, problem-solving, interpersonal, informational, and global competency. Also, competency is a combination of attitude, behavior, knowledge, and skill that contribute to an individual's needs and success (Mah & Ifenthaler, 2017;McCall & Flyers, 1998). In Taiwan, undergraduates and graduates are the primary labour force; therefore, many higher education institutions pay attention to alumni feedback to improve their competencies and competitiveness (Agrawal et al., 2021). ...
Article
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Assessment for learning is a part of learning and teaching processes, diagnosing ‎learners' needs, and providing them with feedback to improve their performance. This ‎study aimed to investigate and analyze the practices of assessment for learning among ‎the ‎faculty members at Saudi ‎Universities. This study uses a quantitative survey ‎approach.‎ Psychometric properties of assessment for ‎learning instrument using Rasch ‎Model Analysis were verified on a sample of ‎(255) faculty members from Saudi ‎‎Universities. The findings showed that practice ‎degree of assessment for learning ‎among the ‎faculty members were medium. In addition, there ‎were no statistically ‎significant differences ‎on the practice ‎degree of faculty members of assessment for ‎learning according to ‎gender, faculty, and teaching experience. While there were ‎statistically significant differences in all dimensions of ‎ assessment for ‎learning based ‎on academic rank. Finally, the study recommended that conducting training programs ‎on strategies of ‎assessment for ‎learning, ‎and holding workshops to exchange ‎experiences between all faculty members.
... Having the essential information, skills, and behaviours that will support students during this transition is important. It does not have to be in depth knowledge of a subject or programme but rather a positive attitude, so students feel they can approach us, and having the right type of information so that we can either support them or send them to the right place (Baer, 2008;Mah and Ifenthaler, 2017; Devis-Rozental and Barron, 2020). ...
Article
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The views of higher education staff regarding their role on the induction period has not been fully explored. Yet this transition to university is a complex for students. In the UK, many students who are going to university leave home, some for the first time, having to learn to deal with many new and sometimes difficult situations they may not have come across before. During the induction period students come across many staff within the university and these interactions are vital to support students in developing a sense of belonging within the university community. This small-scale project sought to evaluate the current provision for the induction process in a UK university to identify areas for improvement, by seeking the views regarding the induction activities from staff within a UK university. Findings from a staff survey with 58 participants suggest opportunities to improve practice. The main areas identified were a need for better communication between teams and effective training and support for staff to understand the issues students may face and type of support they will need. Additionally, the need to develop a more unifying understanding of every member of the university as an active participant within the induction process was highlighted.
... Jung and Shin (2015) identified five key competencies for the university's administrative staff: organizational understanding, problem-solving, interpersonal, informational, and global competency. Also, competency is a combination of attitude, behavior, knowledge, and skill that contribute to an individual's needs and success (Mah & Ifenthaler, 2017;McCall & Flyers, 1998). In Taiwan, undergraduates and graduates are the primary labour force; therefore, many higher education institutions pay attention to alumni feedback to improve their competencies and competitiveness (Agrawal et al., 2021). ...
Article
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Alumni surveys are important tools for detecting students‘ problems, trends in learning outcomes, and planning for students‘ common competencies for their careers. Feedback on the alumni's employment status, job satisfaction, and gathering insights for institutional quality improvements are some of the major objectives of alumni surveys. A variety of factors at individual and organizational levels exert influences on students‘ job satisfaction. Through the ‗Hierarchical Linear Model‘ (HLM), one can detect these influences at multiple levels. In the present study, an alumni survey was analyzed. Factors related to individual competency were professional skill, information technology application, communication and teamwork, and learning autonomy. Factors at the organizational level were related to institutional services, such as teacher, equipment facilities, administration, reputation, and service-learning. The study analyzed 4,931 individuals and 88 groups in the survey on undergraduates‘ alumni feedback questionnaires after their graduation during four academic years. The basic statistics, correlation, and HLM analysis were carried out. The results demonstrate that individual‘s factors and institution‘s variables are positively related. The ‗teacher‘ and ‗administration‘ had a positive relation to alumni‘s job satisfaction. The institution‘s service-learning training had a significantly positive moderated effect with information technology application and learning autonomy on their job satisfaction.
... As reference framework, we use general academic competencies (AC), that are widely known and used in higher education and core skills in academic work (e.g. Havard, Hughes and Clarke, 1998;Van Dierendonck and van der Gaast, 2013;Mah and Ifenthaler, 2017). These have been recently examined e.g. by Tuononen et al. (2020) who listed 7 competencies: (1) applying knowledge, (2) collaboration and communication skills, (3) analysing and structuring information, (4) seeing different perspectives, (5) critical thinking, (6) making arguments and looking for solutions, and (7) developing new ideas. ...
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The urgent societal need for climate action requires climate change expertise. But who is a climate change expert? What is the role of atmospheric and Earth system science education? In this study, we examine what competencies do atmospheric and Earth system scientists teach in selected programmes in seven European countries, and how they view the importance of various competencies for the students to learn. We also asked about teacher experiences and wishes related to teaching collaboration. We found that the atmospheric and Earth system scientists taught and valued the highest the traditional academic competencies related e.g. to critical thinking and applying knowledge. The normative, strategic and interpersonal competencies of sustainability were generally less valued and taught. The largest teaching gaps were found in competencies such as developing new ideas, interpersonal competency, making arguments and looking for solutions, critical thinking, collaboration and communication skills. Preferred collaborators for atmospheric and Earth system scientists were scientists from their own field or from other natural sciences, while collaborators from other sciences and wider society were less popular choices. The atmospheric and Earth systems scientists in our study did not see themselves as climate change experts. We foresee here a need to define climate change competencies.
... The field arose originally as a result of the increasing availability of educational data, and the phenomenon that a significant proportion of first year university students do not complete their courses (Prieto, Rodríguez-Triana, Martínez-Maldonado, Dimitriadis, & Gašević, 2019). A number of benefits arising from learning analytics include the identification of at-risk students (Azcona, Hsiao, & Smeaton, 2019;Lawson, Beer, Rossi, Moore, & Fleming, 2016), the possibility of constructing adaptive support of students' learning journeys (Ifenthaler, 2015;Ma, Adespope, Nesbit, & Liu, 2014) or providing students with additional support for coping with academic requirements and expectations (Mah & Ifenthaler, 2017). Therefore, study success is conceptualised as the successful completion of a first degree in higher education to the largest extent, and the successful completion of individual learning tasks to the smallest extent (Sarrico, 2018). ...
Conference Paper
Common factors, which are related to study success include students’ sociodemographic factors, cognitive capacity, or prior academic performance, and individual attributes as well as course related factors such as active learning and attention or environmental factors related to supportive academic and social embeddedness. The aim of this research is to gain a deeper understanding of not only if learning analytics can support study success, but which aspects of a learner’s learning journey can benefit from the utilisation of learning analytics. We, therefore, examined different learning analytics indicators to show which aspect of the learning journey they were successfully supporting. Key indicators may include GPA, learning history, and clickstream data. Depending on the type of higher education institution, and the mode of education (face-to-face and/or distance), the chosen indicators may be different due to them having different importance in predicting the learning out-comes and study success.
... These kinds of competences are also referred to as generic skills, key skills, transferable skills, employability skills, core competences and generic attributes (Barrie, 2006;Lizzio, Wilson, & Simons, 2002;Strijbos et al., 2015;Suleman, 2018). However, in the present study, we use the concept of academic competences to emphasise that such competences are developed and used in an academic context and are important in academic work (Mah & Ifenthaler, 2017;Van Dierendonck & Van der Gaast, 2013). Furthermore, competence can be defined as the capacity to use specific combinations of knowledge, skills and attitudes in appropriate contexts (Baartman & Ruijs, 2011). ...
... These kinds of competences are also referred to as generic skills, key skills, transferable skills, employability skills, core competences and generic attributes (Barrie, 2006;Lizzio, Wilson, & Simons, 2002;Strijbos et al., 2015;Suleman, 2018). However, in the present study, we use the concept of academic competences to emphasise that such competences are developed and used in an academic context and are important in academic work (Mah & Ifenthaler, 2017;Van Dierendonck & Van der Gaast, 2013). Furthermore, competence can be defined as the capacity to use specific combinations of knowledge, skills and attitudes in appropriate contexts (Baartman & Ruijs, 2011). ...
Article
Writing an academic thesis is an important and complex task and the thesis grade should reflect students’ academic competences. The present study aims, firstly, at exploring how Bachelor’s and Master’s students self-evaluate their academic competences and approaches to learning and whether their evaluations differ from each other. In addition, the study aims at investigating how academic competences and approaches to learning are related to the thesis grades of Bachelor’s and Master’s students. The data consisted of 1 019 Bachelor's and Master’s students, all of whom completed an electronic questionnaire at the time of their graduation. The results imply that Bachelor’s students already possess a considerable number of academic competences. It seems that students’ organising skills should be supported, especially in the Bachelor phase. Finally, the present study raises the question of what the thesis grade actually measures if its relations to both learning processes and academic competences are questionable.
... Overall, the majority of the students reported time management, difficulty adjusting to the new environment, and how to effectively study as their biggest challenges. This coincides with findings from Mah & Ifenthaler (2017), and Adams & Blair (2019), measuring academic success and time management of first-year students, and the challenges associated with this. Although only a small percentage (3% to 17%) reported food security and accommodation as challenges, this highlights the complexity of challenges that university students face. ...
Article
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First-year seminars and university induction programmes are embedded with academic and social skills required by students to transition into their first year of study. The first-year seminar at the University of the Free State is a credit-bearing module called UFS101, and is a prerequisite for degree completion. Students are assessed through summative assessment opportunities throughout the year. In 2020, the UFS101 module embarked on new territory by condensing the contact time for the first semester into a week-long summer school. Furthermore, the summer school was presented a week prior to the start of university, with repeat sessions during the first week of class, and during the March holiday. However, due to national lockdown regulations as a result of COVID-19, a part of the cohort had to self-study the content via an interactive online study guide. This created four distinct groups of students: those who attended face-to-face classes, some face-to-face classes and some self-study, self-study only, and students who could not access the content. In order to measure their transition into university, a questionnaire was distributed to the students, and the results were stratified according to one of the aforementioned categories. Unique similarities and differences were observed in the findings. The results depict that effective content design is at the heartbeat of student transition, but that other factors such as face-to-face interaction with students, and access to resources assist with the transition into university. This study highlighted the need to explore the challenges students experience within their first six months at university, and substantiates that this type of exploration should be routinely conducted to assist with the understanding and implementation of first-year student support.
... Several items in the alumni survey need the attention of management in higher education institutions for the improvement of students' competencies. A competency is a combination of attitude, behavior, knowledge, and skill that contribute to an individual's needs and success (Boury et al., 2013;Mah, 2017;McCall, 1998). Many reports have shown that competency-based teaching and learning can improve the quality of curriculum and education (Gunawardena, 2014;Montoya, 2013;Rizalyn & Shuichi, 2003;Steel, 2018). ...
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Teaching evaluation is an important issue in the learning process in higher education. In addition to the teaching evaluation on campus, feedback from alumni is also very important to instruction improvement. Undergraduates and graduates in universities are the main labor force in Taiwan; therefore, many higher education institutions pay attention to the feedback of competency. However, the written questionnaire has limitations and lacks sufficient evidence to improve curriculum planning and instruction activities. In the present study, a systematic survey in the 'University Career and Competency Assessment Network' was applied to analyze the results. Data were collected from 1,080 participants. The results can be summarized as follows: (1) 'Learn-Practice Fit' was positive to the 'Satisfaction' at workplaces. (2) 'Responsibility and discipline' were significantly positive concerning 'Communication and Expression,' 'Interpersonal Interaction', and 'Teamwork.' (3) 'Service' and 'Information technology writing' need to be improved in the training of Information Management students.
... However, students' academic competencies for successful degree completion are: time management, learning skills, self-monitoring, technology proficiency, motivation, and research skills (Mah & Ifenthaler, 2017). This mean that, for example, by motivating students and by showing transparent academic requirements (Ifenthaler et al., 2016), students will know what is expected of them and thus develop the academic competencies needed for higher education right from the beginning. ...
Article
p style="text-align: justify;">This paper represents a revolutionary advancement in our knowledge of postgraduate education which is of increasing significance to national knowledge systems. South African universities produce 26 doctoral graduates for every one million citizens. This means that the low doctoral graduates’ throughput is a huge challenge in South Africa and needs to be addressed. The paper investigated the challenges experienced by postgraduate students (Honors) at an institution of higher education in Limpopo province of South Africa. The group studied consisted of postgraduate students (Honors) from the Department of Mathematics Science and Technology Education, Faculty of Education. Using a qualitative approach, open-ended questionnaire and interview data were collected from eight participants. Data were analyzed thematically and the results revealed that students find it difficult to walk the landmine-infested postgraduate education road without means to shield themselves from the subsequent explosion. The study recommends aspects that improve postgraduate programs’ performance in the Department of Mathematics Science and Technology Education.</p
... Alongside the evolving social and organisational context, higher education institutions must transform its processes to accommodate new conceptualisations of student capability and success (Mah & Ifenthaler, 2017Vey, Fandel-Meyer, Zipp, & Schneider, 2017). In particular, higher education institutions must reconsider five important dimensions of higher education learning and teaching operations: (1) finding and selecting students; (2) knowing learners and their expectations; ...
Chapter
Learning analytics draw on an eclectic set of methodologies and data to provide summative, real-time, and predictive insights for improving learning, teaching, organisational efficiency, and decision-making. The implementation of learning analytics at higher education institutions may have broad implications for the organisation and its stakeholders (e.g. students, academic staff, administrators) including changes in learning culture and educational decision-making. Hence, change management seems to be an essential prerequisite when implementing learning analytics, while change management includes approaches to prepare and support organisations and its stakeholders in making sustainable and beneficial organisational change. This chapter presents two case studies which exemplify the process of staff and technological change management processes required for successful implementation of learning analytics. Implications of the case study include insights into functioning implementation strategies highlighting the importance of open communication structures, transparency of decision-making, and the importance of systems thinking approaches.
... LA show promise to enhance study success in higher education [17]. For example, students often enter higher education academically unprepared and with unrealistic perceptions and expectations of academic competencies for their studies [18]. Both, the inability to cope with academic requirements as well as unrealistic perceptions and expectations of university life, in particular with regard to academic competencies, are important factors for leaving the institution prior to degree completion [16]. ...
Article
p class="0abstract"> Learning analytics show promise to support study success in higher education. Hence, they are increasingly adopted in higher education institutions. This study examines higher education experts’ views on learning analytics utilisation to support study success. Our main research question was to investigate how ready higher education institutions are to adopt learning analytics. We derived policy recommendations from an international systematic review of the last five years of learning analytics research. Due to the lack of rigorous learning analytics research and adoption in Germany, this study focusses on the German university context and examines how ready German university stakeholders are to adopt learning analytics. In order to validate the policy recommendations, we conducted an interview study from June to August 2018 with 37 German higher education stakeholders. The majority of participants stated that their institutions required further resources in order to adopt learning analytics but were able to identify what these resources were in order for successful implementation. </p
... According to Abrahams (2010), PHEIs are facing growing expectations from customers. The mismatch between customers' expectations and perceptions will cause students to withdraw from HEIs (Mah and Ifenthaler, 2017). Therefore, it is crucial to measure customer satisfaction in this study as it is in the BSC model because it complements the financial performance measurement. ...
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Purpose The purpose of this paper is to propose a comprehensive model using balanced scorecard (BSC) approach instead of the current ranking system to measure the performance of private higher education institutions (PHEIs) in Malaysia as the ranking system is deemed inaccurate and certain items in the system are redundant. Design/methodology/approach A cross-sectional survey was conducted involving 105 academicians from seven PHEIs in Malaysia. The data were analyzed for factor analysis using Principal Axis method with Promax rotation in IBM SPSS Statistics Version 20. Findings The result demonstrates that 22 items were successfully extracted into four dimensions that suited the BSC approach with acceptable range of composite reliability and factor loading values. Research limitations/implications The paper reveals the issues of ranking system of the current method in measuring performance of PHEIs. The proposed BSC model should be tested on more PHEIs to increase its validity and reliability. Practical implications This research analyzes the performance of PHEIs from academicians’ perspectives based on the four BSC perspectives. It can be considered as an alternative model for PHEIs’ managers to measure performance of PHEIs in Malaysia rather than the current ranking system. Social implications In the midst of intense competition in private higher education industry in Malaysia, it is crucial to understand that a high performance PHEI is expected to deliver quality tertiary education. This research assists the society to evaluate the strength of a particular PHEI in Malaysia, and further enable them to make a deliberate choice on which PHEI to enter. Originality/value A growing concern for sustainability of PHEIs requires a method to be undertaken by the authority to measure PHEIs’ performance. This paper addresses this concern by offering 22 items to measure PHEIs’ performance and dictating the need to manage PHEIs in a strategic manner, not by ranking system per se .
... It is used to refer to generic competences that are developed and used in an academic context and that are important in academic work (e.g. Harvard, Hughes, & Clarke, 1998;Mah & Ifenthaler, 2017;Van Dierendonck & Van der Gaast, 2013). DiPerna and Elliot (1999) define academic competences as a multidimensional construct of skills, attitudes, behaviours and academic self-conceptions, including academic skills, study skills, academic motivation and interpersonal skills. ...
Chapter
Artificial Intelligence (AI) has an increasing impact on human society. The advancements in machine learning, natural language processing and other fields of AI leads to the development of more and more complex algorithms. Machines are able to automatically fulfill tasks which have traditionally been the domain of humans. These machines, so called AI-robots, have lately found their way into education through the introduction of tools such as DeepL, Quillbot and lately ChatGPT. As of now, research on the influence of AI-tools on teaching and learning processes, but also the required competencies to work with those tools, has been scarce. The research work examines the usage of AI-tools and attitudes towards AI-tools of first-years students, considering two main types of AI-tools. These AI-tools can be distinguished as mindful and mindless robots, depending on their functionalities and capabilities. The results show that first-year students prefer mindless AI tools over more human like tools. The difference between the type of tools has a medium sized effect on the preference of the students. Additionally, their attitude towards AI technology does not have a statistically significant influence of their willingness to use AI technology.
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La presente investigación transversal pretende conocer cómo evoluciona la percepción del estudiantado de la mención de Educación Física respecto a la importancia y grado en que se han trabajado las competencias genéricas (instrumentales, interpersonales y sistémicas) en los Grados de Maestro en la Universidad de Girona a lo largo de los diferentes cursos. A partir del Proyecto Tuning, se elaboró un cuestionario adhoc que fue contestado por 159 estudiantes. Los resultados muestran que la valoración del grado en que se trabajan está alrededor de unos 2 puntos por debajo de la importancia otorgada (en una escala de 0 a 10). Se observa que el grado de importancia aumenta de 1º a 2º curso y que a partir de 2º (en las competencias interpersonales) o de 3º (en las instrumentales y sistémicas) sufre un ligero retroceso situándose en mínimos en 5º. En cambio, el grado en que se trabajan obtiene su máxima puntuación en 5º curso que es cuando el estudiantado realiza más horas de prácticas. Como conclusión se extrae que se debería incidir más en la formación inicial del profesorado en el desarrollo de las competencias genéricas para poder atender a la escuela actual que necesita de nuevos aprendizajes y paradigmas educativos desde la globalidad y la transversalidad. Palabras Claves: Educación Física; Competencias genéricas; Grado de Maestro; estudio transversal; Proyecto Tuning; Formación inicial. Abstract. This cross-sectional research aims to determine the student’s perception of the importance and degree to which the generic competencies (instrumental, interpersonal and systemic) of the mention of Physical Education have been worked on in the Master's Degrees at the University of Girona throughout the different courses. Based on the Tuning Project, an adhoc questionnaire was prepared and answered by 159 students. The results show that the evaluation of the degree to which they are worked on is around 2 points below the importance given (on a scale of 0 to 10). It is observed that the degree of importance increases from 1st to 2nd year. Instead, from 2nd year (in interpersonal competencies) and 3rd year (in instrumental and systemic competencies) there is a slight decline, reaching its minimum in 5th year. In another way, the degree in which the generic competencies are worked gets its maximum score in 5th year, which is when the students do more practice hours. As a conclusion, it is extracted that more emphasis should be placed on the initial training of teachers in the development of generic skills in order to attend to the current school that needs new learning and educational paradigms from globality and transversality. Keywords: Physical Education; Generic Competencies; Master's Degrees; cross-sectional research; Tuning Project, Initial training.
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As a part of a larger qualitative study, this research investigation explored the perceptions and attitudes that first-generation, urban college students have of their preparation for postsecondary education. The purposeful sample in this study was comprised of 13 first-generation college students (i.e., 6 males and 7 females) who were graduates of the same urban high school. The qualitative methodology was comprised of individual interviews and biographical questionnaires. The themes that emerged—surrounding the students' perceptions and attitudes of their preparation for postsecondary education—included (a) the preparation during high school that helped with college success and (b) the skills that were lacking for college success. Practical applications for educators (i.e., school counselors, teachers, administrators, and postsecondary educators) are included.
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Incl. abstract, bib. This paper examines some of the issues surrounding student retention in higher education. It is based on the case study of a modern university in England that has good performance indicators of both widening participation (i.e. increasing the diversity of the student intake) and student retention. The two-fold nature of this success is significant, as it has been asserted that greater diversity will necessarily lead to an increase in student withdrawal. Furthermore, changes to student funding in the UK put greater financial pressures and stress on students, especially those from low-income groups. Nevertheless, many students cope with poverty, high levels of debt and significant burdens of paid work to successfully complete their courses of study. Drawing on the work of Reay et al. (2001), this paper adopts and explores the term 'institutional habitus', and attempts to provide a conceptual and empirical understanding of the ways in which the values and practices of a higher education institution impact on student retention.
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Attitudes of university teachers to learning support for first-year students are likely to influence whether the first year is a positive experience. In this study, teachers in the first year of a Bachelor of Arts programme were asked about their perceptions of the importance of supporting first-year students, the adequacy of current practices, and the problems facing first-year students in the Faculty. Responses indicated a general recognition of the need for first-year students to develop as independent learners and the need for adequate orientation and good communication with students. However, there were indications that some teachers assume that first-year teaching does not require any special strategies or techniques and that more needs to be done to ensure that students are supported to develop as independent and autonomous learners.
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Framed by the accounting education change debate and growing national concern regarding student attrition, this paper examines the perceptions of first‐year students as they commence their study of accounting at an Irish university. It explores a range of factors which impact on students' learning: their motives for entering higher education, their rationale for selecting an accounting programme, their preparedness for further study and their expectations. The findings offer accounting educators the opportunity to have a greater sensitivity to, and a better understanding of, their students. This will enable better‐informed curriculum, teaching and assessment within the accounting discipline, aiding students' transition to higher education and leading to higher quality learning.
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Part 2 of Prensky’s paper exploring the differences between “digital natives” and “digital immigrants”. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.
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This is the third edition of the essential introductory text for all students of qualitative research. Each chapter has been fully updated in terms of references and reading lists.
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Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
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Discusses the concept of competence, mentioning specific competencies including: economic, technological, technical, and methodological competencies; social competencies; creativity and innovation skills; and mobility and flexibility combined with persistence, reliability, and precision. The variety of meanings given to the concept of competence is seen not only in its many uses, but also in the construction of terminology to express competence, such as media competence, business competence, traffic competence, age competence, and also cognitive, social, motivational, personal, an other competencies. This chapter contains 7 different ways in which competence has been defined, described, or interpreted theoretically. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The nature of students' expectations about university, and their relation with adjustment in university, were examined in a longitudinal investigation. Prior to starting university, participants responded to open-ended questions regarding their expectations about university. At this time, and during their 1st, 2nd, and 4th years of study, measures of adjustment were completed. Four distinct types of expectations about university were identified: optimistic, prepared, fearful, and complacent. Students whose expectations were fearful reported more stress, depression, and poorer university adjustment than did individuals with other types of expectations, particularly prepared. Moreover, group differences in university adjustment existed throughout students' 4 years at university, and were not attributable to self-reported previous levels of personal adjustment or academic achievement.
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Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2years of college (Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco: Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it to their second year at the institution where they began. This study, part of a national effort to transform how colleges and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students’ development of academic competence in their first year of college.
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This article discusses the findings related to a number of research projects investigating students’ expectations and experiences of the first year in higher education. In particular, findings with regard to first‐year students’ expectations and challenges with issues of time management are reported. It was found that many students were realistic about having to plan their work independently, and having to spend a good amount of their time during the week on self‐study. However, many students found it difficult to regulate their self‐study and keep up with the work. They were also not always sure how they were to organise their self‐study time. It is argued that universities could and should play a more active role in helping first‐year students to make sense of time management.
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Because learning and instruction are increasingly competence-based, the call for assessment methods to adequately determine competence is growing. Using just one single assessment method is not sufficient to determine competence acquisition. This article argues for Competence Assessment Programmes (CAPs), consisting of a combination of different assessment methods, including both traditional and new forms of assessment. To develop and evaluate CAPs, criteria to determine their quality are needed. Just as CAPs are combinations of traditional and new forms of assessment, criteria used to evaluate CAP quality should be derived from both psychometrics and edumetrics. A framework of 10 quality criteria for CAPs is presented, which is then compared to Messick's framework of construct validity. Results show that the 10-criterion framework partly overlaps with Messick's, but adds some important new criteria, which get a more prominent place in quality control issues in competence-based education.
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This study investigates the relationships between students' confidence in their generic skills on entry to university, their learning styles and their academic performance in first year. Research based on a large cohort of Scottish undergraduates found that students generally entered university feeling very confident that they already possessed good skills, and there was a suggestion of over-confidence in that those who failed the year entered with slightly higher confidence than other students. However, those students who withdrew during the year had significantly less confidence. The most significant combination of factors in explaining success in first year were a low score on the activist learning style scale and high initial confidence in the skills of self-reliance, time management and teamwork, together with lower initial confidence in written communication skills. The implications of this research are discussed and some suggestions made for improving educational practice.
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In the discussion of the inclusion of generic skills in courses, the voices of employers, universities and government have been clearly heard. However, the undergraduate student voice has been largely missing. This paper outlines the results of a survey of staff and undergraduate students. Part A of the survey asked participants to rate a set of skills in terms of their importance. Part B of the survey asked participants to add other skills that they considered important. The student results demonstrate significant year effects. For example higher‐order skills such as critical thinking are rated more important at third year than at first year. Comparisons of the staff data and student data show that student perceptions match staff perceptions more closely at third‐year level than at first year. When all the results are considered in the broader context of our courses, there appears to be a strong link between students' perception of the importance of skills and the degree to which the skills are assessed.
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Non-completion of higher education is a growing concern and has prompted increasing research into its causes. This study aims to investigate academic staff’s understanding of student retention and progression issues. Results from a questionnaire and interviews suggest that staff focus on student-based factors related to non-completion rather than on factors related to teaching practice and curriculum design.
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This paper reports on a study conducted in 2006 with more than 2,000 incoming first-year Australian university students. Students were asked about their access to, use of and preferences for an array of established and emerging technologies and technology based tools. The results show that many first year students are highly tech-savvy. However, when one moves beyond entrenched technologies and tools (e.g. computers, mobile phones, email), the patterns of access and use of a range of other technologies show considerable variation. The findings are discussed in light of Prensky's (2001a) notions of the 'Digital Natives' and the implications for using technology to support teaching and learning in higher education. Yes Yes
  • Attewell P. A.
  • Kruger J.
Studienbeginn, Studienbedingungen und Studienprobleme. Die Hochschule als ein Ort des programmierten Chaos der Massenabfertigung
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Adam, S. (2013), "Studienbeginn, Studienbedingungen und Studienprobleme. Die Hochschule als ein Ort des programmierten Chaos der Massenabfertigung", in Asdonk, J. (Ed.), Von der Schule zur Hochschule.
Digital badges for transparent communication of academic competencies
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